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Statewide Parent Training Information Center (PTI) |
- Your child has been evaluated and found to be eligible for special education services. The school wants you to attend an IEP (Individualized Education Plan) meeting. So now what happens?
Within 30 calendar days after the completion of the evaluation, the IEP meeting must be held. The school district must ensure that parents are able to attend by conducting the meeting at a mutually agreed upon place and time. The school district must tell the parents who will attend and the purpose of the meeting. The school district may have an IEP meeting without the parents if: the district can prove through careful documentation that the parents cannot or will not attend. The documentation must contain a detailed record of all attempts to arrange the meeting such as phone calls attempted and results, correspondence to parents and responses and/or visits to their home or place of employment. The IEP meeting can be a phone conference or a home visit.
An IEP is a way for parents and the school to communicate with each other. The IEP describes what the student needs, what the school will provide and the anticipated outcomes. It is a written commitment of services. The IEP is composed of several parts:
Present Levels of Performance
Annual Goals and Short-term Instructional Objectives/Benchmarks Specific Special Education and Related Services
Modification to General Education Classes, if needed
Transition Services for Students age l4 and older (can be done at an earlier age)
Projected Dates for Initiation of all Special Education Services
Duration of each service
Objective Criteria and Scheduling of Evaluation Procedures Aversive Therapy, if applicable
You do not have to sign the IEP at the meeting. You may take a copy of the IEP home to review in a setting that is both quiet and comfortable to you. The IEP can be signed and returned after your review. If it is the first IEP in the district, services well not begin until the IEP is signed.
Parents can request an IEP meeting to review or make addendums to the IEP.
REMEMBER IT IS YOUR RIGHT TO HAVE A SUPPORT PERSON PRESENT WITH YOU AT THE IEP OR ANY MEETING!
- The staff in our school district talk about IEP's and 504 plans. What are they and what is the difference? How do I know which one my child needs?
State (WAC) and Federal (IDEA) laws have specific criteria to determine whether or not a child qualifies for special education. Section 504 of the Rehabilitation Act of 1973 (an antidiscrimination law) defines disability in broader terms than WAC or IDEA. A child might qualify for a free and appropriate public education (FAPE) under Section 504, even if she does not qualify for special education (specially designed instruction). If a child receives special education services, she would have an Individualized Education Program (IEP) to meet her specific individual needs and strengths. It is designed and written by the IEP team that includes you as a vital member. The IEP would include any modifications and/or accommodations necessary for the child. If the child does not require specially designed instruction but needs modifications and/or accommodations to succeed in the regular education classroom, a 504 plan would be written. With either a 504 plan or an IEP, be sure that your daughter's needs and what she is to receive is well documented in that paperwork which directs her program.
- After we agreed at the IEP meeting on the services and placement my child needs, the school district representative said there is a waiting list for that program. He said they will get her into the program as soon as there is an opening. Until then, she will remain in the current classroom. I am worried, because she has had so much trouble and failures in this class. What can I do to help her?
The IEP is written to meet the individual needs of the child and is to be implemented without delay (WAC 392172-158) If the services and placement were agreed upon at the meeting, they must be provided, or her education is not appropriate to her needs. If the school district does not have an available placement that meets her needs, they must provide it in another way, such as contracting out to another school district or private agency for the services. Waiting lists for special education services and/or placement are not legal!
- When I go to my son's IEP meeting, I feel overwhelmed by the school staff and the information they present. Sometimes I do not understand it all. How can I really be part of the IEP team?
It is important to remember that you are an expert on your child. You have known him/her for a long time and been with him/her through the fun times and the hard times and in all kinds of settings. You have a Ph.D. in practical hands on experience with him/her. You bring that knowledge to the meeting, just as the staff brings their knowledge of him/her from the school setting. Keep in mind that both views are necessary to plan for the child.
Here are some tips about handling the meeting:
Take a support person to the meeting with you to listen and take notes.
Prepare for the meeting by gathering information about your child's strengths needs, and what you see at home and in other settings.
Arrive promptly to the meeting, bringing your written information in a notebook or portable file.
Introduce yourself and sit with other team members to show that you are an equal member of the team.
Speak clearly and make positive statements, such as "I expect" and "My child needs."
Ask questions about anything you do not understand.
Remain as friendly as possible. Separate the people from the problems.
Focus on the issue at hand. Remember that you are supposed to be talking about your child, not about lack of funds, what the "other children" are doing, or past history.
Make your proposal and expect to get what your child needs, being flexible enough to accept minor revisions.
Feel confident enough to end the meeting if it seems that no more progress can be made. Tell the other team members that you would like to keep working with them and set an appointment for a fresh start.
Sometimes necessary team members begin leaving the meeting before decisions have been made. If this happens, stop the meeting and reschedule a time when all team members can be there.
Follow up with a letter. If you are satisfied, state what the agreements were, if they were not finalized in writing. If you are not satisfied, explain your position, your understanding of their position, the next course of action, and your timelines.
Remember: You are advocating for your child. If you do not do it, no one else will.
- What is the parent's role at the IEP meeting?
Parents are to be equal, active participants on the IEP team. Be prepared to discuss your child's current levels of functioning and what you see as strengths and needs of the child. Discuss what areas you think need work in the coming year.
- How do I find out what my child's needs are?
There are several ways to find this:
(1) What does the latest assessment summary say?
(a) Read through the report and highlight comments about the child's performance (for example: "he was highly distractible during testing" or "she needed extra time to answer questions").
(b) What recommendations for program and placement are listed in the report? --- Does the child described in this summary sound like your child? If not, ask questions about the assessment and how it was done. Describe the child YOU KNOW. You may want to request a re-assessment or an independent assessment at public expense.
(c) Remember, too, that these assessments were probably done on a one on one basis with the test giver in a quiet room with few or no distractions. The child may perform differently in the classroom. Is that addressed in the report?
(2) Look at last year's IEP and find out if the child has achieved the goals and objectives. If he has, did he go beyond them? If he has not, why not? (Blaming the child for not trying hard enough, being lazy or choosing not to do the work are not reasons).
(3) Comments that come home on report cards, notes from school personnel, behavior reports, information from teacher conferences and any other communication with the school are sources of information.
(4) Daily work sheets that come home show the student's day-to-day class work. For instance, does the child spell phonetically, or not capitalize words or punctuate incorrectly? Discuss these areas of concern with the team. Bring the paper(s) with you to the meeting to show the team what you mean.
(5) What do you see when your child does homework? Is it a struggle? In what ways? Does the child even bring the assignments home and know what to do with them?
(6) What does the child say about school, class and the work she must do? What is easy for her? What is hard for her? Can she tell you anything that would help?
(7) What do other people who work with the child say about child's performance and what does or does not help child to learn?
- When I go to the IEP meeting, how do I get the other team members to listen to what I have to say?
Be sure enough time is scheduled for the meeting. Twenty to thirty minutes is usually not enough time to fully discuss, ask questions and collaborate on what the child needs. Go to the meeting prepared with documentation and ready to discuss the child's strengths and needs. The IEP is supposed to be based on assessment results and parent input. Remember, you are an expert on your child. Go to the meeting keeping that in mind. You can take one or more other people with you for support and to help remember all the information exchanged. You can tape record the meeting or have your support person take notes. This meeting is about your child and his or her individual needs. Your child is "one of many" to the school district. You are the person who can make sure your child is treated as an individual in the school system.
- When I attend IEP meetings with my wife, I seem to be ignored, and 'they' always seem to just talk to my wife. What should I do?
My answer may seem simplistic but with effort and time you will become an active participant at the I.E.P. Use I.E.P. as your guide: Introduce, Educate, Plan.
Introduce yourself to everyone there. Many dads are unable to attend school meetings because of work schedules so are unfamiliar to school staff.
Educate yourself. No, I don't mean you must be an expert. The "educating" you need would best come with a familiarization of Special Education Law (WAC, which is Washington's Special Ed. Law and IDEA which is Federal Law). This could be done by attending a PAVE workshop on those laws, the I. E. P. process and parent's rights under those laws. The workshops are free and often on a Saturday. Yes, Dad, it may mean giving up a non-workday, but can you afford not to - when so much is at stake for your child's future!
Finally Plan. Yes, good IEPs take planning not only on the part of school staff but also by parents. Planning long range is very difficult. There are no crystal balls to gaze into for a view of the future. Keep in mind the word transition. It happens many times: pre-school to elementary to middle to high school to adult life and perhaps college. BUT transition in its finality means a meaningful, gainful and enjoyable adulthood an as much independence as possible. Here again PAVE can be of help - give a call.
One last word, PARTICIPATE, don't be a bystander - talk, question, discuss, learn and hope. Have written goals you and your wife feel are important and realistic. Then, dad, you bring up a goal or two that you want included for your child. I guarantee that will get you noticed and participating! Several years ago I came across a poem titled "My Other Brother, Daryl" It states clearly why planning is important, important, important!
- My son has learning disabilities in reading. He does well in resource room but has a difficult time in his regular classes. What can I do to help and what is the school's responsibility?
Student's IEP must address all areas of educational need (IDEA - Appendix C, question 44). In the resource room he's probably being taught according to his style of learning. In going back to the regular classroom he still has his learning disabilities. They don't go away simply because of the time in the resource room. He also needs help and support in his regular classes. An IEP must contain any modifications the student needs in order to participate in regular classes (IDEA-Appendix C, question 48). If, for example, an 8th grade student reads at the 3rd grade level, that person can't be expected to read the 8th grade science text effectively. Modifications to the material or presentation of the material are necessary to help the student succeed. Some possibilities might be using a text written in a lower reading level; books on tape; material presented orally instead of visually; or a multisensory approach to learning could be used. To include modifications in the IEP, first look at "Present Levels of Performance" and establish all the student's needs in that section. Statements such as "Reading comprehension: 3.2 grade level", or "Student has auditory style of learning " show that the student will need extra help in certain areas. The rest of the IEP must deal with the strengths and needs written in "Present Levels of Performance". The goals can incorporate the text modifications: for example, "Using taped texts, the student will complete homework assignments with 90% accuracy. "Modifications/accommodations could also be addressed in the "Services Needed" section of the IEP. If you are wondering what modifications & accommodations would be appropriate for your son, there are many sources to look at. The summary of the assessment of his learning disability should address style of learning & strengths & needs. Ask your son what different teachers do to make their classes easier or harder for him or what would help him to succeed in class. Think about what works & doesn't work at home. Remember the IEP is a plan individualized specifically for your son & his needs & strengths (WAC 392-171-315). If you want more help with this or would like to have a copy of the laws call your local PAVE office.
- When should behavioral objectives be part of the IEP?
If the Assessment or the IEP team identify that behavior problems are interfering with the student's ability to learn, the IEP must include goals and objectives for improving those behaviors and must describe the services that will assist the student in achieving those goals and objectives. Behaviors should be the major focus of an IEP for a student who meets the criteria for "serious emotional disturbance", since that is the primary disability. Students with other disabilities can have behavior problems too. Sometimes behavior problems are even the result of the student's handicapping condition. For example, a student with an auditory processing problem or an attention deficit disorder may behave inappropriately in the classroom because of frustration or failure. A student who, has trouble with organization and memory may forget to turn in assignments. Any behavior which is significantly interfering with the student's ability to benefit from education should be targeted for improvement and included in the IEP.
- What should be in the IEP about behaviors?
The IEP must include information on "Present Levels of Performance" which describes educational strengths as well as weaknesses. This information should be in two sections: 1) behavior and 2) educational performance. Specific descriptive statements about behavior should be included ("baseline") and should be limited to behaviors to be targeted in the IEP. The statements should be objective, rather than problem-oriented. For example, "Student engages in on-task behavior approximately 25 % of the time as measured by classroom observation," rather than "Student is off task most of the time." For this student, the IEP should probably include a goal and objectives for increasing on-task behavior and a description of the services needed to assist the student in meeting the goal and objectives. Educational performance is usually stated as the present grade level on which the student is working in various subjects or the current mastery level of certain skills. For a student who has a serious emotional disturbance, the IEP should describe how the student's disability is related to his/her educational performance and how they interfere. For example: "Student is two grade levels behind in reading and science. Arguments with peers during these classes have made it necessary to remove him from the classroom frequently, thus interfering with progress in these subjects."
The goals and objectives of the IEP should serve as the standards by which the school and the parents evaluate the student's educational progress. Annual goals are broad statements of direction. Short-term objectives are measurable, intermediate steps between the student's present levels of performance and the annual goals.
A major issue for many students with emotional disabilities is assuming responsibility for his/her actions, particularly responsibility for success in school. With this in mind, parents and school personnel may want to consider developing annual goals in some or all of the following areas: 1) peer relationships, 2) social skills, 3) independent work habits, 4) self-responsibility, 5) school and classroom behaviors and 6) study skills.
Objectives are developed by breaking down the major components of each goal. Objectives have two parts: 1) Student performance outcome (who, what) and 2) conditions (when, where and how). They are statements of measurable and observable student behavior. Example: "At the request of the teacher in the science classroom, Wade will begin working on his homework assignment within one minute."
Behavior goals and objectives are to be stated positively, in terms of what the student is to achieve. They should be a statement of what the student is to do more of, not what he/she is to stop doing. For example: "Diane will keep her hands and feet to herself at all times while moving through the hallways," rather than "Diane will not hit, kick, or shove other students in the hallways."
- What is the difference between a discipline plan and a behavioral plan?
A discipline plan and a behavioral plan are not the same. If the IEP team decides that discipline procedures regularly used with students not receiving special services are not appropriate for the student with behavioral problems, the team must state on the IEP what procedures are to be used. For this purpose, many school districts use a standard form or "checklist" of steps to take if the student misbehaves. For example, the form may indicate that "time-out" in the classroom, "student-teacher conference", "removal from classroom", or "parent-teacher conference" are steps to be used as discipline procedures. Often the chosen procedures are ranked (numbered) as to what should be done for first time, second time, etc. This is NOT a Behavioral Plan. This is a Discipline Plan. It is simply a list of things for school personnel to do if the student is "bad". A behavioral plan has three parts: 1) goals and objectives for improvements in student behavior, 2) consequences for student behavior; that is, what will take place in response to the student's behavior and 3) evaluation procedures for measuring student progress. Consequences should be determined for appropriate and inappropriate behaviors, and can include actions to be taken by the student, school personnel and/or parents. A discipline plan as described above is only part of number 2.
- How high should the goals be set?
The information in the section of the IEP on "present levels of student performance" is extremely valuable in determining how much improvement to ask for in the student. In order to set a fair goal for the student's achievement, the team must consider: 1) "baseline" information; that is, "How much does he/she do it now? and 2) student strengths; that is, "What does the student have "going for" him/her?
Baseline information is usually stated as a percentage or frequency, and can include data on the conditions under which the behaviors occur. Examples: "Sarah completes her math assignments 45% of the time."; "Allan engages in fights with other students on an average of two times per week during unstructured time."
- How can I make sure that the IEP for my child is adequate?
CHECKLIST FOR EVALUATING THE IEP
If you are unsure how to answer any of these questions you should ask other IEP team members for information.
1. Do the student, the student's family, school personnel and persons from other agencies who may be serving the child help develop the IEP? YES NO
2. Have you seen all of your child's school records? YES NO
3. Do you have your own copies of those records? YES NO
4. Was more than one test given to evaluate your child? YES NO
5. Do you understand the results of those tests? YES NO
6. Do you believe that your child has been observed fairly? YES NO
7. Does the IEP contain a statement of your child's present levels of performance (including written statement of strengths and weaknesses)? YES NO
8. Are the annual goals, and the short-term objectives for those goals, written in clear and specific language that is understandable? YES NO
9. Does the IEP describe any special services needed by your child such as speech therapy, transportation, etc.? Is the amount of service stated? YES NO
10. Does the EEP describe to what extent your child will participate in the regular education program? YES NO
11. Are special services scheduled so that your child will miss the least time in the regular classroom? YES NO
12. Are there "start" and "end" dates for your child learning objectives? YES NO
13. Are modifications and accommodations included in the IEP? YES NO
14. Have transition goals and objectives been included in the IEP (at least by age 16)? YES NO
15. Do you know who is directly responsible for each part of your child's program? YES NO
16. Do you know and approve of the qualifications of all the persons working with your child? YES NO
17. Do you believe that this Individual Education Program is being written for your child's own needs? YES NO
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